The Effect of English Language Learner Reclassification on Student ACT Scores,High School Graduation,and Postsecondary Enrollment: Regression Discontinuity Evidence from Wisconsin

The recent increase in the number of students classified as English language learners (ELLs) has focused significant attention on reclassification policy, which governs the process by which ELLs move toward, and are deemed to reach, full English proficiency. In this paper, we draw on a data set containing annual individual‐level records for every Wisconsin student ever classified as an ELL between the 2006–07 and 2012–13 school years to estimate the effects of being reclassified at the end of 10th grade—a crucial period on the pathway to postsecondary education—on several measures related to students’ postsecondary attainments. We estimate these effects in a regression discontinuity framework, exploiting Wisconsin's policy rule that automatically reclassifies ELLs who score above a specified cutoff on the state's English language proficiency exam. Our analysis indicates that being reclassified as fully English proficient in 10th grade has a positive effect on students’ ACT scores. It also provides some evidence of a positive effect on high school graduation and the probability of enrolling in a postsecondary institution the fall after graduation. Together, our analyses provide evidence on the effects of a policy directly relevant to the country's fastest growing student population, and we close the paper with a discussion of the implications for research and policy.     

The effect of attending full‐day kindergarten on English learner students

A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non‐EL students. Some educators have promoted full‐day kindergarten programs as especially helpful for EL students. We take advantage of the large EL population and variation in full‐day kindergarten implementation in the Los Angeles Unified School District to examine the impact of full‐day kindergarten on academic achievement, retention, and English language fluency using difference‐in‐differences models. We do not find signficant effects of full‐day kindergarten on most academic outcomes and English fluency through second grade. However, we find that EL students attending full‐day kindergarten were 5 percentage points less likely to be retained before second grade and there are differential effects for several outcomes by student and school characteristics. © 2011 by the Association for Public Policy Analysis and Management.     

The effects of state R&D tax credits in stimulating private R&D expenditure: A cross‐state empirical analysis

This is a cross‐state empirical study which examines the effects of state research and development (R&D) tax credits on private R&D expenditure in the states. Other explanatory variables include federal R&D subsidies, public services in higher education and R&D‐targeted programs as well as other control variables. The statistical result shows that the establishment of state R&D credit programs is effective in stimulating more industrial R&D expenditure. In addition, state services in higher education and R&D‐targeted programs also matter in private decision of R&D investment. This policy assessment sends a positive message to state policymakers because it shows the great potential in using R&D policy instruments to promote innovation‐based economic development. © 2005 by the Association for Public Policy Analysis and Management     

Public Services after Austerity: Zombies,Suez or Collaboration?

Public services—in the UK and elsewhere—are under considerable pressure, not just from austerity, but also from a variety of social, demographic and technological changes (in effect ‘austerity plus’). In this context, three broad options are open to policy‐makers: continue with tried‐and‐tested approaches while spending less money, which in the UK means a reliance on ‘New Public Management’ (NPM); withdraw completely from certain public services; or develop new approaches to public administration. We argue that all of these approaches have been attempted in recent years, but it is the final option that is most interesting and potentially the most beneficial. In this article, we examine experiments with these new approaches in responding to ‘austerity plus’. In particular, we examine various attempts at ‘collaboration’ in public services and discuss the risks associated with them. We conclude by setting out the extent to which policy‐makers have moved beyond NPM and suggesting some of the benefits that this could bring.     

Education and Poverty: Confronting the Evidence

Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test‐based evaluation of teachers, and the promotion of competition are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little—and are not likely to contribute much in the future—to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools.     

Long‐term care reform and the role of housing finance

Abstract

The Clinton administration's recently announced home and community‐based care proposals have potentially important implications not only for long‐term care policy, but also for housing policy in the United States. This article attempts to draw out some of those implications. The first section examines problems inherent in the current “medical/welfare” system of financing long‐term care, which constrains consumer choice by limiting the supply of providers to control costs and by increasing medical professionals’ control over the types of services provided in the name of quality control. The medical/welfare dominance of long‐term care policy has resulted in an overreliance on nursing homes as providers, resulting in both escalating costs and continued consumer dissatisfaction.

The second half of the article looks at recent market and policy developments in response to consumer demand for lower cost alternatives to nursing homes. These alternatives promote more consumer autonomy and control in supportive housing arrangements. A more comprehensive services and housing policy could promote these developments in an approach that combines the security of public financing of supportive services with the benefits of consumer choice, market competition, and legal protections that characterize housing markets. In such a scenario, housing finance institutions—including government agencies, lenders, developers, and investors—could play a pivotal role in the long‐term care debate not only by unlocking substantial financial resources but, equally important, by transforming the provision of long‐term care services to promote consumer choice and autonomy.     

The Forgotten Summer: Does the Offer of College Counseling After High School Mitigate Summer Melt Among College‐Intending,Low‐Income High School Graduates?

Despite decades of policy intervention to increase college entry and success among low‐income students, considerable gaps by socioeconomic status remain. To date, policymakers have overlooked the summer after high school as an important time period in students’ transition to college, yet recent research documents high rates of summer attrition from the college pipeline among college‐intending high school graduates, a phenomenon we refer to as “summer melt.” We report on two randomized trials investigating efforts to mitigate summer melt. Offering college‐intending graduates two to three hours of summer support increased enrollment by 3 percentage points overall, and by 8 to 12 percentage points among low‐income students, at a cost of $100 to $200 per student. Further, summer support has lasting impacts on persistence several semesters into college.     

Ideology,Learning, and Policy Diffusion: Experimental Evidence

We introduce experimental research design to the study of policy diffusion in order to better understand how political ideology affects policymakers’ willingness to learn from one another's experiences. Our two experiments–embedded in national surveys of U.S. municipal officials–expose local policymakers to vignettes describing the zoning and home foreclosure policies of other cities, offering opportunities to learn more. We find that: (1) policymakers who are ideologically predisposed against the described policy are relatively unwilling to learn from others, but (2) such ideological biases can be overcome with an emphasis on the policy's success or on its adoption by co‐partisans in other communities. We also find a similar partisan‐based bias among traditional ideological supporters, who are less willing to learn from those in the opposing party. The experimental approach offered here provides numerous new opportunities for scholars of policy diffusion.     

Crowd‐Out or Affordability? The Lifeline Expansion's Effect on Wireless Service Spending

Public subsidization of private goods often leads to crowd‐out, reducing private spending. This effect is intended for a policy such as the 2008 Lifeline phone subsidy expansion, which aimed to increase affordable access to services. I examine the effects of this policy on households’ self‐reported wireless phone service spending in the Consumer Expenditure Survey. Using state‐level variation in policy implementation and triple‐differences event study methods, I estimate that the expansion reduced households’ wireless service spending by more than 100 percent of subsidy payments. I document that the expansion led to a separate, competitive market for providers catering to low‐income households. Consequently, higher‐quality subsidized services crowded out lower‐quality unsubsidized options, saving households more than an equivalent cash transfer. This highlights how market segmentation and competition can magnify a targeted subsidy's impact.     

Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency

Despite claims that school districts need flexibility in teacher assignment to allocate teachers more equitably across schools and improve district performance, the power to involuntarily transfer teachers across schools remains hotly contested. Little research has examined involuntary teacher transfer policies or their effects on schools, teachers, or students. This article uses administrative data from Miami‐Dade County Public Schools to investigate the implementation and effects of the district's involuntary transfer policy, including which schools transferred and received teachers, which teachers were transferred, what kinds of teachers replaced them in their former schools, and how their performance—as measured by their work absences and value‐added in math and reading—compared before and after the transfer. We find that, under the policy, principals in the lowest performing schools identified relatively low‐performing teachers for transfer who, based on observable characteristics, would have been unlikely to leave on their own. Consistent with an equity improvement, we find that involuntarily transferred teachers were systematically moved to higher performing schools and generally were outperformed by the teachers who replaced them. Efficiency impacts are mixed; although transferred teachers had nearly two fewer absences per year in their new positions, transferred teachers continued to have low value‐added in their new schools.     

The Rudd Government's Employment Services Agenda: Is it Post‐NPM and Why is that Important?

Perhaps the most potent symbol of the Howard government's faith in New Public Management (NPM) was the Job Network. Interrogating the Rudd government's replacement package, this article assesses whether the recent restructuring of employment services constitutes a post‐NPM environment. It is argued that there are major post‐NPM elements, seen most clearly in: the softening of jobseeker sanctions; greater deliberation on policy direction and results; a more inclusive employment super‐ministry and reliance on other ‘horizontal’ governance reforms; and enhanced government resources for multiple‐disadvantage clients. However, categorising these changes as post‐NPM is problematic because the steering mechanism remains the market‐based contract, a central NPM characteristic. Theoretical difficulties in applying paradigmatic concepts to services provide additional barriers to conclusive assessments, though the Rudd government's employment services regime provides a basis for taking stock in the post‐NPM debate.     

Privatization Revisited

Privatization encompasses an extraordinary range of activities involving the delivery of physical services, the delivery of social services, and even regulatory enforcement. When deciding whether to privatize, how to privatize, and to whom to privatize, policymakers should keep a number of criteria in mind. This paper specifies such criteria and reviews some of the evidence on privatization's effects.     

Applying Behavioral Insights to Improve Postsecondary Education Outcomes: A Review of Obama Administration Efforts and Next Steps Under the Trump Administration

Amidst growing public concern in the United States over college access and affordability, federal policymakers have implemented many low‐cost, behaviorally‐informed strategies aimed at simplifying the college‐going process and reducing informational barriers. Our paper reviews recent U.S. federal policies and interventions that draw on insights from the behavioral sciences to help students navigate various stages of the college‐going process and summarizes empirical evidence of these efforts on college outcomes, highlighting variations across interventions and for various student populations. We conclude with up‐to‐date discussions of policy proposals and opportunities for behavioral science applications in postsecondary education.     

Investigating the Causal Effects of Arts Education

There is a paucity of research on the causal relationship between arts learning and educational outcomes. Investigating these relationships has become imperative as policymakers increasingly prioritize empirical evidence of educational impacts, which often leads to curriculum narrowing that favors traditionally-tested subjects. Employing a randomized controlled trial with 42 elementary and middle schools in Houston, Texas, we find that randomly assigning arts educational opportunities reduces disciplinary infractions, improves writing achievement, and increases students’ emotional empathy. Students in elementary schools, which were the primary focus of the program, also experience increases in school engagement, college aspirations, and cognitive empathy. As the first large-scale randomized control trial of arts learning in an authentic school setting, these findings provide strong evidence that the arts can produce meaningful impacts on students’ academic outcomes and social-emotional development. Education policymakers should consider these benefits when assessing the role of the arts in schools.     

State‐Funded College Scholarships: General Definitions and Characteristics

State‐funded scholarship programs are transforming the way citizens and policymakers think about higher education. Advocates see these programs as a remedy to problems facing the state workforce such as “brain drain” and “unequal opportunity” for a sound education. Opponents see low retention rates and the number of already‐privileged students receiving benefits as signs that these programs are not reaching their maximum potential. This article traces the development of state‐funded college scholarships from earlier need‐based programs to current merit‐based programs and outlines current debates on policy effectiveness. Currently, 14 states have a state‐funded scholarship program. Differences between programs revolve around the political and economic circumstances of each state.     

Market Orientation and Public Service Performance: New Public Management Gone Mad?

The backbone of theory of the market‐based approach New Public Management is that market orientation improves public service performance. In this article, market orientation is operationalized through the dominant theoretical framework in the business literature: competitor orientation, customer orientation, and interfunctional coordination. Market orientation is examined from the vantage point of three stakeholder groups in English local government: citizens, public servants, and the central government’s agent, the Audit Commission. Findings show that market orientation works best for enhancing citizen satisfaction with local services, but its impacts on the performance judgments of local managers or the Audit Commission are negligible. The conclusion discusses important implications of these findings for research, policy, and practice.     

小学英语多媒体教学中存在的主要问题及解决方法

目前小学英语教学中运用多媒体存在如下几个问题:多媒体设备成为简单的投影仪;过分追求声像效果,淡化了学生对教学内容的掌握;课件容量大,演示快,学生跟不上节奏,抓不住重点;多媒体成为课堂主体,不能充分发挥教师的指导作用等。针对以上存在问题,必须树立科学的多媒体观,正确理解课堂中教师和多媒体的关系;提高多媒体课件质量;把握多媒体使用"适时、适度、适当"的原则;加强培训,提高小学英语教师使用多媒体教学的水平。     

Notes on contributors

International comparisons of new radical right‐wing parties usually focus on differences in electoral fortunes, party organisations and leadership. This article uses a different angle by focusing on public policy impact and the role these parties play in the parliamentary and executive arenas. The research is driven by the hypothesis that under the conditions of stable democracy, holding office produces a net result in a ‘taming effect’ on radical right‐wing actors rather than a sharp ‘right turn’. Evidence f rom four countries (Germany, France, Italy and Austria) shows that parliamentary presence alone does not result in policy effects. When the radical right holds executive office, a ‘right turn’ occurs primarily in cultural policies. Overall, real effects of radical right‐wing politics occur largely as a result of the interaction between the radical right and established actors ‐regardless of the radical right's assuming power.     

Why Have Policies Often Remained Symbolic? Understanding the Reasons for Decoupling between Policy and Practice

Why have policies that are unquestioningly accepted as appropriate remained symbolic? To answer the research question, I suggest two possible reasons for decoupling between policy and practice: the characteristics of normative pressure as “the weak enforcement mechanism of law” through the implementation stage and jurisdictions’ capacity to infuse the stories of success based on others’ use to their own day‐to‐day realities. In this article, I seek to reintroduce a seminal contribution of the early institutionalists by challenging the assumption that dimensions of adoption and implementation are synonymous or positively correlated. Empirical findings contribute to provide scholars and practitioners with a larger picture of policy diffusion and support the arguments by Nicholson‐Crotty and Carley that policy learning takes place based on policymakers’ assessment of both “policy actions” and “outcomes” in previously adopting jurisdictions.